Inclusive Education, meaning, concept, scope, and significance
Meaning of inclusive education
The word “inclusion” means the practice of including a person in group activities so that he can
get access to all the opportunities like any other member of the [Link] other words inclusion is
the acceptance of all type of learners whether disabled, Non-disabled, gifted, backward,
maladjusted etc.
What is Inclusive Education?
inclusive education means providing equal opportunities to all the learners whether disabled or
disabled in a regular classroom setting. In an inclusion setting all students learn together and
main emphasis is on the abilities of the learners rather than disabilities. In inclusive education all
the learners equally participate in curricular and co- curricular activities. In an inclusive
environment children with special needs spend most of their time with normal children.
Definition of inclusive education:
According to national commission of special needs in education and training (NCSNET),
Inclusive education is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race, class, gender,
disability, religion, sexual preference, learning styles and language.
According to the Centre for Studies in Inclusive education (CSIE), learning can only be fully
effective if it is inclusive.
Scope of inclusive education
Inclusion in education demands an inclusive society, an inclusive school, an inclusive teacher,
and an inclusive curriculum. Thus, the scope of inclusive education is wider.
The following points cover the scope of inclusive education:
1. Involve all children, i.e., normal children, children with illness, children of migrant labourers,
children from tribal areas etc.
2. Inclusive education provides a friendly environment for all the learners.
3. promote education for disabled girls.
4. promote ICT-based technologies for disabled learners.
5. Include a curriculum adaptation strategy.
6. Need-based education is provided to all learners.
7. Special programmes to be run by the school for disabled learners
8. Aids and equipment are to be provided to the disabled learners so that their basic needs can be
fulfilled.
Development of skills:
Inclusive environment helps to develop the various skills in learners such as cooperative skills,
tolerance etc. Students may know about each other’s personality in an inclusive environment.
2. Development of confidence:
Inclusive education provides the least restrictive environment for disabled learners where they
can easily share their views with other children and can participate in activities like normal
children. As a result, it aids in the development of confidence in disabled students.
3. Development of society:
society develops with the strengthening of the capacity of the education system. The
improvement of the educational system is made possible by inclusive education. With better
education system, the growth of students takes place in a better way and they can have a positive
impact on society.
Development of nation:
With Marginalisation, poverty and discrimination, the development of a nation is very
difficult. All these factors can be eliminated by inclusive education so that the progress of the
nation takes place in a good way.
5. Development of self concept:
Inclusive education helps to develop the self concept in the learners. With the development of
self concept learners can easily understand themselves. They can know about their strengths and
weaknesses.
6. Universalisation of education:
Inclusive education is needed to achieve the universalisation of education. According to sarva
sikhaya abhiyan (SSA): Universalisation of education can not be achieved without the
inclusion.
7. To achieve social equality:
Inclusive education is needed to achieve social equality. Inclusive education provides equal
opportunities to all learners. In an inclusive environment all the learners whether disabled or non
disabled enjoy equal opportunities and responsibilities . Thus, inclusive education helps to
achieve equality in society.
Historical processes of exclusion and the struggle for inclusion in education
In 1945 the League of Nations adopted the Universal Declaration of Human Rights. In the field
of education, Article 26 of the Declaration proclaims the right of every citizen to an appropriate
education regardless of gender, race, colour and religion. This right is also enshrined in the
constitutions of all independent nations. The question is: To what extent are national
governments guaranteeing the right of 'every' citizen to an 'appropriate' education as we approach
the new millennium? What measures are in place at national and local level to address
imbalances in education?
In almost every country, children and adults are being excluded from formal education
altogether; some of those who go to school do not complete. They are gradually and deliberately
pushed out of the school system because schools are not sensitive to their learning styles and
backgrounds. In a gesture of sympathy some children are sorted out into categories and placed in
separate special schools, away from their peers. This has led to the development of two separate
systems of education within countries, regular and special education. However, in recent years
the rationale for having two parallel national systems of education has been questioned and the
foundations of 'special education' have begun to crumble. The thinking that has developed during
the last 50 years in the disability field has had significant influences not only on special
education but also on practice in regular education. Current thinking and knowledge demands
that the responsibility for ALL learners should remain with the regular classroom teacher. It is
this thinking that we are here to explore during the two days of this workshop.
The theme, “Inclusive Education: A Challenge for Teacher Education” chosen for the workshop,
provides us with an opportunity to re-examine our thinking and practice in the context of
Namibia, whether we are in special or regular education, especially those of us interested in
teacher education. However, it is important that the re-¬examination of our thinking and practice
is also set within the wider international context.
We are all now familiar with the 1990 World Declaration on Education for All: Meeting Basic
Learning Needs. The Declaration states that, inter alia:
Basic education should be provided to all children... To this end, basic education services of
quality should be expanded, and consistent measures must be taken to reduce disparities.
